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Shereen Naser, Ph.D.

Affiliations: 
2014 Psychology Tulane University School of Science and Engineering 
Area:
Behavioral Psychology, Educational Psychology Education, Elementary Education, Middle School Education
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Stacy Overstreet grad student 2014 Tulane University School of Science and Engineering
 (Evaluating the Utility of the Behavioral and Emotional Screening System (BESS) as a School-Based Universal Screening Tool.)

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Publications

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Marraccini ME, Griffin D, O'Neill JC, et al. (2021) School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools. School Psychology Review. 51: 266-289
Marraccini ME, Ingram KM, Naser SC, et al. (2021) The roles of school in supporting LGBTQ+ youth: A systematic review and ecological framework for understanding risk for suicide-related thoughts and behaviors. Journal of School Psychology. 91: 27-49
Verlenden J, Naser S, Brown J. (2020) Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies Journal of Applied School Psychology. 1-39
Naser S, Dever BV. (2019) Mapping Trajectories of Behavioral and Emotional Risk Among Predominately African American Youth Across the Middle School Transition School Psychology Review. 48: 362-376
Naser S, Brown J, Verlenden J. (2018) The Utility of Universal Screening to Guide School-Based Prevention Initiatives: Comparison of Office Discipline Referrals to Standardized Emotional and Behavioral Risk Screening. Contemporary School Psychology. 22: 424-434
Naser S, Hitti A, Overstreet S. (2017) The Behavioral and Emotional Screening System Student Form: Is There Evidence of a Global At-Risk Factor in a Sample of Predominantly African American Youth? Journal of Psychoeducational Assessment. 36: 446-463
Sims AJ, Boasso AM, Burch B, et al. (2015) School Dissatisfaction in a Post-disaster Environment: The Mediating Role of Posttraumatic Stress Symptoms Child and Youth Care Forum. 44: 583-595
Nastasi BK, Naser S. (2014) Child rights as a framework for advancing professional standards for practice, ethics, and professional development in school psychology School Psychology International. 35: 36-49
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